2. podcasting to improve learning certificate of emerging technologies
•Download as PPT, PDF•
0 likes•623 views
This document provides information on how podcasting can be used to enhance learning for both teachers and students. It discusses how teachers can use podcasting for professional development by subscribing to educational podcasts on various topics or creating their own podcasts. It also outlines how students can use podcasting to improve learning outcomes through activities like creating podcasts that allow them to learn by doing. Resources are provided on how to find, subscribe to, and create different types of podcasts and web conferences for educational purposes.
Report
Share
Report
Share
![PODCASTING TO ENHANCE LEARNING ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Web 2.0 and the New Classroom
A presentation focused at college instructors and administrators about using Web 2.0 technology in the classroom.
Personalized learning in the Common Core - ECC 2014
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
Jason borgen
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
A brief review of distance learning
This document discusses different patterns of online and distance learning, including their advantages and disadvantages. Pattern A involves asynchronous learning through podcasts, vodcasts, teleseminars, RSS feeds, blogs, wikis and forums. Pattern B uses live conferencing like teleconferences. Pattern C utilizes learning management systems. While online learning provides flexibility, interactivity is limited without in-person contact. Motivation, recognition, technical issues and time management can also be challenges for online students. The best approaches use a hybrid of Patterns A and B through a learning management system.
Instructions
This document contains a list of case studies and online educational resources including Khan Academy, Innovascuola, E-learning for kids, Teacheo, Tutor.com, Oilproject, Wikicompetenze, Wikiscuola, iTunes for K12, Chocolat 3B, Quest to learn, Insegnalo, and Invalsi MatIta.
Building Class Community with Blogging
Slidecast for @ONE workshop from October 2008. Please note that the info on the first slide was only for the live session.
See blogging chart here: http://www.miracosta.edu/home/llane/images/blogging.png
Since this is from 2008, references to Feedraider and Plurk are unnecessary now. Also, Edublogs has improved its services.
Will Richardson's book can be found here: http://is.gd/Jp3exm
E tools to support writing
The Google slides version with live links: https://docs.google.com/presentation/d/1LwUVwnRGE28bkkmPbUEJBlMaycDMPDUF4Ik2H8z1Z2U/edit?usp=sharing
Professional Learning Network
This document provides information and resources for developing a professional learning network (PLN). It begins with two quotes emphasizing the importance of community for professional growth. It then lists various social media and collaboration tools that can be used to connect with other educators, including Nings, EdWeb, blogs, Google Reader, Delicious, Live Binders, Symbaloo EDU, and Twitter. For each tool, it provides a brief description and sometimes links to video tutorials or other help pages about how to use the tool. The overall document encourages connecting with other educators through online communities and sharing resources in order to continue learning and improving one's practice.
Recommended
Web 2.0 and the New Classroom
A presentation focused at college instructors and administrators about using Web 2.0 technology in the classroom.
Personalized learning in the Common Core - ECC 2014
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
Jason borgen
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
A brief review of distance learning
This document discusses different patterns of online and distance learning, including their advantages and disadvantages. Pattern A involves asynchronous learning through podcasts, vodcasts, teleseminars, RSS feeds, blogs, wikis and forums. Pattern B uses live conferencing like teleconferences. Pattern C utilizes learning management systems. While online learning provides flexibility, interactivity is limited without in-person contact. Motivation, recognition, technical issues and time management can also be challenges for online students. The best approaches use a hybrid of Patterns A and B through a learning management system.
Instructions
This document contains a list of case studies and online educational resources including Khan Academy, Innovascuola, E-learning for kids, Teacheo, Tutor.com, Oilproject, Wikicompetenze, Wikiscuola, iTunes for K12, Chocolat 3B, Quest to learn, Insegnalo, and Invalsi MatIta.
Building Class Community with Blogging
Slidecast for @ONE workshop from October 2008. Please note that the info on the first slide was only for the live session.
See blogging chart here: http://www.miracosta.edu/home/llane/images/blogging.png
Since this is from 2008, references to Feedraider and Plurk are unnecessary now. Also, Edublogs has improved its services.
Will Richardson's book can be found here: http://is.gd/Jp3exm
E tools to support writing
The Google slides version with live links: https://docs.google.com/presentation/d/1LwUVwnRGE28bkkmPbUEJBlMaycDMPDUF4Ik2H8z1Z2U/edit?usp=sharing
Professional Learning Network
This document provides information and resources for developing a professional learning network (PLN). It begins with two quotes emphasizing the importance of community for professional growth. It then lists various social media and collaboration tools that can be used to connect with other educators, including Nings, EdWeb, blogs, Google Reader, Delicious, Live Binders, Symbaloo EDU, and Twitter. For each tool, it provides a brief description and sometimes links to video tutorials or other help pages about how to use the tool. The overall document encourages connecting with other educators through online communities and sharing resources in order to continue learning and improving one's practice.
Professional Learning Network
This document provides information on developing a professional learning network (PLN) through various online tools and resources. It begins with two quotes emphasizing the importance of community for professional growth. It then lists and briefly describes several social networking sites, blogs, bookmarking tools, and other online platforms that can be used to connect with other educators, share resources and ideas, collaborate, and continue learning. The goal is to engage in "intellectual interaction for the purpose of learning" through developing a PLN.
Using Technology in the Adult Classroom
This document summarizes an instructor development workshop on using technology in the classroom. The workshop covers learning styles, tools for inspiring students, using video and games, online training through webinars, and ensuring adult attention spans. Specific topics discussed include learning style models, video equipment, creating how-to videos, copyright rules for videos, adding videos to PowerPoint, online games for training, what webinars are and popular platforms, core webinar features, and applying the 20-minute rule for adult learners.
The Use of Social Media and Digital Skills Development in Computing
This document discusses using social media and developing digital skills to enhance learning and teaching in computing. It explores using social media to develop communication skills, work collaboratively, and develop a professional online presence. Specific tools mentioned include using blogs, Google Drive, Google Hangouts, Twitter, and personal websites/videos. Developing these skills takes a scaffolded approach across the whole course. Student feedback emphasized integrating new skills in a supported way.
Russell stannard training in brazil
The document provides information and links for online teaching tools and resources, including Kahoot, Today's Meet, SnagIT, Socrative, and YouTube videos. Website links are given to sign up for accounts, access student views, and watch instructional videos on using the tools for teaching. Specific YouTube videos are also listed that could be used for language lessons.
Tech integration tools
This document provides a list of tools and websites for integrating technology into the classroom. It begins by stating that the focus should be on integrating technology to support curriculum goals rather than choosing technology first. A variety of websites are then listed that can be used for activities like word clouds, showing video clips, skills practice games, student presentations, accessing images and managing copyrights, and developing a professional learning network. Directions for setting up accounts and using specific features are included for resources like YouTube, Ustream, and Twitter.
Tech integration tools
This document provides a list of tools and websites for integrating technology in the classroom. It begins by stating that the focus should be on integrating technology to support curriculum goals, not choosing technology first. Several types of tools are then listed in categories like word clouds, video clips, skills practice games, digital presentation tools, podcasts, images and copyright information, and professional learning networks. Specific websites are provided as examples for each type of tool.
Wikispace A-tool-for-teachers
This document provides steps for using Wikispace, an online tool, to design technology-enhanced lessons for teaching conditionals. It outlines developing lessons that include watching a video on conditionals, having students complete grammar exercises on a website, and drawing conclusions from situations to reinforce understanding of using and applying conditionals. Student reaction to using this online tool for the lesson is then assessed.
#TechCampMumbai: How can we use online communities to bridge knowledge gaps &...
During #TechCampMumbai, the workgroup which Neil D'souza, Bridget Roddy and I (Josephine Dorado) led, tackled the question: How can we use online communities to bridge knowledge gaps & provide volunteer opportunities? Using the Indian NGO Kranti as a case study, we created actions steps and a framework for curricula. TechCamp Mumbai 2013 was held on 19-21 February 2013 in Mumbai, India. http://techcampmumbai.org/
TechCamp is a program under the U.S. State Department’s Civil Society 2.0 initiative that connects civil society organizations (CSOs) across the globe with new and emerging technology resources to solve real world challenges and build digital capacity.
Memo Curation
This document provides tips and resources for writing a business memo and conducting research. It includes links to guides on how to write a memo, search for content online, choose credible sources to use, cite sources properly to avoid plagiarism, and use online plagiarism checkers. The overall message is that when researching and writing a memo, it is important to select reliable sources, cite information correctly, and avoid plagiarism.
Kliewer conference proposal
This document discusses four technology tools that can be used in the classroom: Smore, Animoto, QRCodeMonkey, and Wordle. Smore allows teachers to create flyers online or print them. Animoto enables creation of videos up to 30 seconds. QRCodeMonkey generates scannable QR codes from images. Wordle turns word lists into colorful word clouds. Each tool has free basic features but requires upgrading for additional functionality like downloading or longer videos. The document provides examples of how each could support different academic standards.
Natural beekeeping
Natural beekeeping focuses on bee health over honey yield by allowing bees to build combs naturally without human intervention. This means using top bar hives instead of framed hives and accepting irregular comb structures. Natural beekeeping is small-scale, low cost, and low environmental impact. Problems like long grass interfering with hives can be solved simply, like extending the chicken run to include the hive so chickens can keep the grass short.
Opening The Doors to Contemporary Learning
Teachers need to model contemporary learning for students by creating, sharing, collaborating, and providing feedback. This involves developing personal learning networks on tools like Twitter to connect with other educators. Google offers many free tools for creation and sharing, such as Google Docs, SketchUp, Earth, and custom searches. Other useful tools mentioned include Bubbl.us for mind mapping, Teaching with TED, Quest Atlantis for virtual worlds, Spore for simulation, and Diigo for social bookmarking. Contemporary learning goes beyond just skills to develop a way of thinking and learning through participation in online communities.
Nelson Widell Peninsula Compost Group
The document proposes developing a large-scale food waste composting facility in Wilmington, DE by the Peninsula Compost Group. The facility would process 160,000 tons of food waste per year using Gore Cover technology to reduce odor emissions. It discusses site specifics, technology selection, financing, construction timeline, and photos of the facility.
Compost mg notes for class 2011 jan 26 part 2
This document discusses various topics relating to composting, including:
1) Types of bedding that worms like for vermicomposting, such as horse manure mixed with stable bedding.
2) Methods for harvesting castings from compost bins, such as dividing the bin and dumping parts of the castings in the garden.
3) Uses for compost including as mulch, a soil amendment, in potting soil, and for making compost tea. When used as a soil amendment, initially work in 3 inches and thereafter work in 1-3 inches annually.
Compost Trials 2013
Various on-ranch materials were used in 5 different compost recipes to determine which mixture would produce finished compost in the shortest time. Materials used included leaves, straw, potato vines, comfrey, pine needles, grass clippings, and cow, horse, and chicken manure.
Compost
Hot composting is a batch process that uses aerobic decomposition to break down organic materials into humus at temperatures over 60°C within 3 weeks. It requires a mix of green materials like food scraps and grass clippings with brown materials like leaves, straw and sawdust. This kills weeds and pathogens. A 3-bin system is recommended where materials are regularly turned into the next bin. Comfrey leaves add nutrients and help the process. Problems can be fixed by adjusting moisture or adding more brown materials. The finished compost is a dark, earthy smelling material that improves soil structure and fertility.
Compost 101 - ENGLISH TEMPLATE
The document discusses composting and provides information on:
1. Environmental concerns of landfilling organic waste such as leachate and greenhouse gas emissions. Composting provides an alternative way to process organic waste.
2. The process of composting, which involves microorganisms breaking down organic materials through bio-oxidation. Factors like temperature and scale are discussed.
3. Compost as the end product, including its physical, chemical, and biological properties. Benefits of using compost in gardens such as improving soil structure and suppressing diseases are outlined.
4. Methods of composting at home, including outdoor backyard composting and indoor worm composting. Considerations
Washington compost-guide
This slide is all about compost . composting is the method to put life in the soil. It fertilizes the soil and provide a new growth to plants . it is a proper media for seedling and start cutting
click on link below to watch video
https://youtu.be/uBgcX-zZ4Fo
Podcasting in VET - Audio Podcasting
This is the presentation from the first workshop on podcasting - where participants learnt how to audio pocast. For more information go to <a href="http://podcastingwa.wikispaces.com/">podcastingwa.wikispaces.com</a>.
Social Media in the Classroom
The document discusses using social media for adult educators. It covers topics like blogs, Twitter, podcasts, and social networks. The presenter's background is in computers, the internet, TV/radio broadcasting and working for an adult education company. Various social media tools and platforms are demonstrated including blogs, Twitter experiments, and setting up podcasts and networks on sites like Ning.com. Potential uses for social media in education are explored.
Web 2.0 and the New Classroom
A presentation focused towards college instructors and administrators about using learning technology in the classroom.
I epd using_podcsts_in_the_classroom
This document provides information on using podcasts in the classroom. It discusses how podcasts can be created by teachers or students to enhance learning both inside and outside of class. Guidelines are provided around ensuring student safety when using educational podcasts. Suggestions are made for tools needed, planning, recording, editing and sharing podcasts. Potential uses of podcasts are explored for personalized learning, engaging students, developing skills, and across subject areas like English, science, and history.
More Related Content
What's hot
Professional Learning Network
This document provides information on developing a professional learning network (PLN) through various online tools and resources. It begins with two quotes emphasizing the importance of community for professional growth. It then lists and briefly describes several social networking sites, blogs, bookmarking tools, and other online platforms that can be used to connect with other educators, share resources and ideas, collaborate, and continue learning. The goal is to engage in "intellectual interaction for the purpose of learning" through developing a PLN.
Using Technology in the Adult Classroom
This document summarizes an instructor development workshop on using technology in the classroom. The workshop covers learning styles, tools for inspiring students, using video and games, online training through webinars, and ensuring adult attention spans. Specific topics discussed include learning style models, video equipment, creating how-to videos, copyright rules for videos, adding videos to PowerPoint, online games for training, what webinars are and popular platforms, core webinar features, and applying the 20-minute rule for adult learners.
The Use of Social Media and Digital Skills Development in Computing
This document discusses using social media and developing digital skills to enhance learning and teaching in computing. It explores using social media to develop communication skills, work collaboratively, and develop a professional online presence. Specific tools mentioned include using blogs, Google Drive, Google Hangouts, Twitter, and personal websites/videos. Developing these skills takes a scaffolded approach across the whole course. Student feedback emphasized integrating new skills in a supported way.
Russell stannard training in brazil
The document provides information and links for online teaching tools and resources, including Kahoot, Today's Meet, SnagIT, Socrative, and YouTube videos. Website links are given to sign up for accounts, access student views, and watch instructional videos on using the tools for teaching. Specific YouTube videos are also listed that could be used for language lessons.
Tech integration tools
This document provides a list of tools and websites for integrating technology into the classroom. It begins by stating that the focus should be on integrating technology to support curriculum goals rather than choosing technology first. A variety of websites are then listed that can be used for activities like word clouds, showing video clips, skills practice games, student presentations, accessing images and managing copyrights, and developing a professional learning network. Directions for setting up accounts and using specific features are included for resources like YouTube, Ustream, and Twitter.
Tech integration tools
This document provides a list of tools and websites for integrating technology in the classroom. It begins by stating that the focus should be on integrating technology to support curriculum goals, not choosing technology first. Several types of tools are then listed in categories like word clouds, video clips, skills practice games, digital presentation tools, podcasts, images and copyright information, and professional learning networks. Specific websites are provided as examples for each type of tool.
Wikispace A-tool-for-teachers
This document provides steps for using Wikispace, an online tool, to design technology-enhanced lessons for teaching conditionals. It outlines developing lessons that include watching a video on conditionals, having students complete grammar exercises on a website, and drawing conclusions from situations to reinforce understanding of using and applying conditionals. Student reaction to using this online tool for the lesson is then assessed.
#TechCampMumbai: How can we use online communities to bridge knowledge gaps &...
During #TechCampMumbai, the workgroup which Neil D'souza, Bridget Roddy and I (Josephine Dorado) led, tackled the question: How can we use online communities to bridge knowledge gaps & provide volunteer opportunities? Using the Indian NGO Kranti as a case study, we created actions steps and a framework for curricula. TechCamp Mumbai 2013 was held on 19-21 February 2013 in Mumbai, India. http://techcampmumbai.org/
TechCamp is a program under the U.S. State Department’s Civil Society 2.0 initiative that connects civil society organizations (CSOs) across the globe with new and emerging technology resources to solve real world challenges and build digital capacity.
Memo Curation
This document provides tips and resources for writing a business memo and conducting research. It includes links to guides on how to write a memo, search for content online, choose credible sources to use, cite sources properly to avoid plagiarism, and use online plagiarism checkers. The overall message is that when researching and writing a memo, it is important to select reliable sources, cite information correctly, and avoid plagiarism.
Kliewer conference proposal
This document discusses four technology tools that can be used in the classroom: Smore, Animoto, QRCodeMonkey, and Wordle. Smore allows teachers to create flyers online or print them. Animoto enables creation of videos up to 30 seconds. QRCodeMonkey generates scannable QR codes from images. Wordle turns word lists into colorful word clouds. Each tool has free basic features but requires upgrading for additional functionality like downloading or longer videos. The document provides examples of how each could support different academic standards.
What's hot (10)
The Use of Social Media and Digital Skills Development in Computing
The Use of Social Media and Digital Skills Development in Computing
#TechCampMumbai: How can we use online communities to bridge knowledge gaps &...
#TechCampMumbai: How can we use online communities to bridge knowledge gaps &...
Viewers also liked
Natural beekeeping
Natural beekeeping focuses on bee health over honey yield by allowing bees to build combs naturally without human intervention. This means using top bar hives instead of framed hives and accepting irregular comb structures. Natural beekeeping is small-scale, low cost, and low environmental impact. Problems like long grass interfering with hives can be solved simply, like extending the chicken run to include the hive so chickens can keep the grass short.
Opening The Doors to Contemporary Learning
Teachers need to model contemporary learning for students by creating, sharing, collaborating, and providing feedback. This involves developing personal learning networks on tools like Twitter to connect with other educators. Google offers many free tools for creation and sharing, such as Google Docs, SketchUp, Earth, and custom searches. Other useful tools mentioned include Bubbl.us for mind mapping, Teaching with TED, Quest Atlantis for virtual worlds, Spore for simulation, and Diigo for social bookmarking. Contemporary learning goes beyond just skills to develop a way of thinking and learning through participation in online communities.
Nelson Widell Peninsula Compost Group
The document proposes developing a large-scale food waste composting facility in Wilmington, DE by the Peninsula Compost Group. The facility would process 160,000 tons of food waste per year using Gore Cover technology to reduce odor emissions. It discusses site specifics, technology selection, financing, construction timeline, and photos of the facility.
Compost mg notes for class 2011 jan 26 part 2
This document discusses various topics relating to composting, including:
1) Types of bedding that worms like for vermicomposting, such as horse manure mixed with stable bedding.
2) Methods for harvesting castings from compost bins, such as dividing the bin and dumping parts of the castings in the garden.
3) Uses for compost including as mulch, a soil amendment, in potting soil, and for making compost tea. When used as a soil amendment, initially work in 3 inches and thereafter work in 1-3 inches annually.
Compost Trials 2013
Various on-ranch materials were used in 5 different compost recipes to determine which mixture would produce finished compost in the shortest time. Materials used included leaves, straw, potato vines, comfrey, pine needles, grass clippings, and cow, horse, and chicken manure.
Compost
Hot composting is a batch process that uses aerobic decomposition to break down organic materials into humus at temperatures over 60°C within 3 weeks. It requires a mix of green materials like food scraps and grass clippings with brown materials like leaves, straw and sawdust. This kills weeds and pathogens. A 3-bin system is recommended where materials are regularly turned into the next bin. Comfrey leaves add nutrients and help the process. Problems can be fixed by adjusting moisture or adding more brown materials. The finished compost is a dark, earthy smelling material that improves soil structure and fertility.
Compost 101 - ENGLISH TEMPLATE
The document discusses composting and provides information on:
1. Environmental concerns of landfilling organic waste such as leachate and greenhouse gas emissions. Composting provides an alternative way to process organic waste.
2. The process of composting, which involves microorganisms breaking down organic materials through bio-oxidation. Factors like temperature and scale are discussed.
3. Compost as the end product, including its physical, chemical, and biological properties. Benefits of using compost in gardens such as improving soil structure and suppressing diseases are outlined.
4. Methods of composting at home, including outdoor backyard composting and indoor worm composting. Considerations
Washington compost-guide
This slide is all about compost . composting is the method to put life in the soil. It fertilizes the soil and provide a new growth to plants . it is a proper media for seedling and start cutting
click on link below to watch video
https://youtu.be/uBgcX-zZ4Fo
Viewers also liked (8)
Similar to 2. podcasting to improve learning certificate of emerging technologies
Podcasting in VET - Audio Podcasting
This is the presentation from the first workshop on podcasting - where participants learnt how to audio pocast. For more information go to <a href="http://podcastingwa.wikispaces.com/">podcastingwa.wikispaces.com</a>.
Social Media in the Classroom
The document discusses using social media for adult educators. It covers topics like blogs, Twitter, podcasts, and social networks. The presenter's background is in computers, the internet, TV/radio broadcasting and working for an adult education company. Various social media tools and platforms are demonstrated including blogs, Twitter experiments, and setting up podcasts and networks on sites like Ning.com. Potential uses for social media in education are explored.
Web 2.0 and the New Classroom
A presentation focused towards college instructors and administrators about using learning technology in the classroom.
I epd using_podcsts_in_the_classroom
This document provides information on using podcasts in the classroom. It discusses how podcasts can be created by teachers or students to enhance learning both inside and outside of class. Guidelines are provided around ensuring student safety when using educational podcasts. Suggestions are made for tools needed, planning, recording, editing and sharing podcasts. Potential uses of podcasts are explored for personalized learning, engaging students, developing skills, and across subject areas like English, science, and history.
Pod & Vod
Podcasts and vodcasts are digital media files that are distributed online through syndicated downloads or streams. Podcasts are audio-only and delivered through RSS feeds, while vodcasts are video files that can also be delivered through RSS. Both require a media player and internet connection to access. They provide an accessible way to deliver content but have disadvantages like lack of interaction and potential technical barriers. Recommendations include using them as part of blended learning and ensuring accessible high-speed internet.
Podcasting 1228788769192134 8
The document discusses podcasting and its uses for education. It defines podcasting as a combination of iPod and broadcasting, allowing users to subscribe and listen to audio or video content. It describes the different types of podcasts and software that can be used to create podcasts. Benefits highlighted include engaging students, enhancing the learning process, and generating creative expression. Examples of student and teacher podcasts are provided.
The power of Podcasting
The document discusses podcasting and its uses for education. It defines podcasting as a combination of iPod and broadcasting, allowing users to subscribe and listen to audio or video content. It describes the different types of podcasts and software that can be used to create podcasts. Finally, it provides examples of how podcasting can benefit and engage students in learning.
Podcasting
Podcasting involves posting audio and video files on the internet for instant access. Podcasts use RSS feeds to distribute content to podcast apps like iTunes. Podcasts can be accessed from computers, phones, and other devices. Podcasting is used for talk shows, music, interviews, storytelling, tutorials, commentaries, and more. While initially associated with iPods, podcasting does not require any specific device. Podcasting in classrooms provides benefits like project-based learning and engaging digital students, but also challenges like time and technology issues. Resources are provided for creating podcasts using tools like Audacity and distributing via iTunes.
Podcasting
Podcasting involves posting audio and video files on the internet for instant access. Podcasts use RSS feeds to distribute content to podcast apps like iTunes. Podcasts can be accessed from computers, phones, and other devices. Podcasting is used for talk shows, music, interviews, storytelling, tutorials, commentaries, and more. While initially associated with iPods, podcasting does not require any specific device. Podcasting in classrooms provides benefits like project-based learning and engaging digital students, but also challenges like time and technology issues. Resources are provided for creating podcasts using tools like Audacity and distributing via iTunes.
Podcasting
Podcasting involves posting audio and video files on the internet for instant access. Podcasts use RSS feeds to distribute content to podcast apps like iTunes. Podcasts can be accessed from computers, phones, and other devices. Podcasting is used for talk shows, music, interviews, storytelling, tutorials, commentaries, and more. While initially associated with iPods, podcasting does not require any specific device. It allows for project-based learning and constructivist approaches in education. Benefits for students include creative engagement, higher-order thinking, and access to class materials online. However, podcasting also requires time and some teachers may face technology challenges.
I U T Presentation
The document discusses the use of podcasts and vodcasts in education. It defines podcasts and vodcasts as digital audio and video files that can be downloaded and accessed on computers or mobile devices. The document outlines how universities are using podcasts and vodcasts for content delivery, as supplements to courses, and as outreach tools. It provides examples of podcast and vodcast initiatives at universities like Stanford, Duke, and Georgia College. It also offers guidance on finding content, designing podcast and vodcast assignments, and creating podcasts and vodcasts.
SAC Workshop
This document provides an introduction and overview of blogs, wikis, and podcasts. It discusses what each technology is, how to set them up, examples of their use, and things to consider regarding legal and privacy implications. Blogs allow individuals to publish content over time. Wikis allow collaborative editing of content in simple markup language. Podcasts involve distributing audio and video files through subscription feeds for playback on mobile devices.
Podcasts for Primary Schools
This document discusses using podcasts in primary classrooms. It provides links to podcasts and websites that are suitable for primary students. It also covers how to create podcasts, including writing scripts, recording audio, editing in Audacity, adding music, and publishing podcasts through RSS feeds. The goal is to engage students and link podcasts to the literacy program through activities like script writing, speaking, editing, and reading with expression.
E Learning: Evolution (m-learning)
This is my presentation on m-learning of a workshop at Geraldton (Western Australia). Please note the first 13 slides are the same as E-learning: Evolution (Web 2.0) presentation
Podcasting & Web 2.0: Implications for Health Care Education
Podcasting is the fastest growing consumer electronic technology since the DVD. Podcasting involves the recording of audio programs that are then made available for listening from a website or downloading via a "pod catcher" for playback while walking, exercising, or commuting. Like many other consumer technologies (slides, TV, VCR, CD-ROM, WWW), podcasting is fast becoming a hot topic in educational technology. Learn how podcasting is already being used to educate learners of all stripes and how to find relevant podcasts and become a podcaster with only a small investment.
Easy Podcasting For The Language Classroom
Podcasts can be used effectively in language education by allowing students to share knowledge, form relationships through relevant media, and bring the outside world into the classroom. Teachers can find existing podcasts written for language learners or create their own by planning topics, producing audio recordings, publishing the podcast online with an RSS feed, and promoting it. Popular free software like Audacity allows editing recordings, and blogs provide a home for show notes while services like Blogger or Pod-o-Matic host the audio files and RSS feed.
Leading Teachers to Integrate Technology
1. The document discusses ways to lead teachers in integrating technology into their classrooms, including understanding what stage teachers are currently at in adopting technology and providing various resources and support.
2. It provides a list of the top 10 ways to help teachers integrate technology, such as mentoring, training, support, collaboration, and allowing time for practice and exploration.
3. Various technology tools are also described that could be used, including blogs, podcasts, vodcasts, interactive whiteboards, virtual worlds, and wikis.
Podcast
The document provides a step-by-step guide to creating podcasts for educational use in the classroom. It outlines 4 main steps: 1) Planning the podcast topic and format, 2) Setting up the necessary equipment and software, 3) Publishing the podcast by creating MP3 files and hosting it online, and 4) Promoting the podcast. It also includes additional resources for using technology in teaching such as Google Docs, Skype, and YouTube education videos.
Creating Podcasts for Libraries
Podcasting involves distributing multimedia files such as audio or video over the internet for playback on mobile devices and computers. Podcasts can be listened to online or downloaded to devices and provide benefits like anytime, anywhere learning and portability. They differ from ordinary audio files through subscription features and aggregators that allow downloading episodes. Universities use podcasting for library inductions, subject expert interviews, and highlighting resources. Creating podcasts involves recording audio with software like Audacity and hosting files on a blog, while considering factors like audience, focus, and frequency of episodes.
Njcfbweb2
The document discusses the educational uses of Web 2.0 technologies in the classroom. It defines Web 2.0 as emphasizing collaboration, communication and user-generated content. It provides examples of how blogs, wikis, podcasting, bookmarking, photo sharing, Google Apps and other technologies can be used for publishing student work, building online resources, and facilitating communication and learning. It also notes some potential issues for schools in adopting these technologies.
Similar to 2. podcasting to improve learning certificate of emerging technologies (20)
Podcasting & Web 2.0: Implications for Health Care Education
Podcasting & Web 2.0: Implications for Health Care Education
More from Jo Mcleay
100901 vitta certificate of emerging technologies (for attendees)
This document provides an overview of copyright issues related to new technologies used in education. It discusses statutory licenses that allow copying of certain works, such as the Part VB statutory license for text and images. Free use exceptions like section 28, which allows communicating works to students, are also covered. The document provides guidance on what can be copied from websites, YouTube, iTunes and other sources according to copyright law and contractual terms of use. It offers practical tips for teachers on smart copying practices.
1. web 2.0 and education certificate of emerging technologies
This document provides an overview of Web 2.0 tools for an emerging technologies course, including recommendations for using blogs, wikis, and Twitter. Students are asked to write blog posts about their experiences with technologies and Web 2.0 tools. A wiki and recommended readings on blogging and using new technologies are also listed. The document discusses personal learning networks and social bookmarking tools like Diigo. Links are provided about using Twitter for education and as a communication and search tool.
ICT resources for teachers of g&t
A list of resources for teaching of gifted and talented students Based on a presentation by Tony Richards of ITmadeSimple http://itmadesimple.com/
The power of the online professional learning network
Coming to a conference like the annual VATE conference is a great way of learning and becoming inspired about our teaching. We gain ideas, resources and new ways of thinking about our practice in the classroom. But it is only once a year. Over the last few years I have found my professional learning extended by finding a network of enthusiastic and knowledgable teachers and educators from all around the globe who are on hand to give me inspiration and ideas whenever I need it. My new online Professional Learning Network (PLN) is a global network and fluid enough to accommodate learning anytime, anywhere. This workshop will demonstrate the use of nings, blogs, Twitter and diigo as a means to connect with other educators on a global scale and make learning more meaningful. It is for teachers at all levels of experience and all year levels.
Blogging For Reflective Practice
This document discusses how blogging can be used as a tool for reflective practice by teachers. It encourages teachers to reflect on, evaluate, and improve their professional knowledge and practice through blogging. Blogging allows teachers to build an online community for reflection, learn from others, articulate their beliefs and thoughts, and refine their ideas. While blogging is highlighted, the document also notes that other online tools like Twitter, podcasts, and social networks can also foster reflection, learning, support, and collaboration for educators. It recognizes that reflective blogging may not be for everyone, as some teachers are more comfortable reflecting in other ways.
30 8 07blogging With Students
The document discusses using blogs in the classroom to encourage 21st century learning skills. It describes how the author had students in two classes start blogs in 2005 to reflect on their learning and tasks. Students engaged in discussion and made connections with other classrooms through their blogs. The author continued using blogs the following year and saw improvements in students' writing, reading comprehension, and ability to see issues from different perspectives. Comments from classmates and others helped shape students' learning and understanding of blogging.
More from Jo Mcleay (6)
100901 vitta certificate of emerging technologies (for attendees)
100901 vitta certificate of emerging technologies (for attendees)
1. web 2.0 and education certificate of emerging technologies
1. web 2.0 and education certificate of emerging technologies
The power of the online professional learning network
The power of the online professional learning network
2. podcasting to improve learning certificate of emerging technologies
- 1. Certificate of Emerging Technologies PODCASTING TO ENHANCE LEARNING